Design-Based Development of Traditional Game-Based Creative Dance Pedagogy in Indonesian Elementary Schools

Authors

  • Rivaldi Indra Hapidzin Universitas Pendidikan Indonesia, Indonesia
  • Trianti Nugraheni Universitas Pendidikan Indonesia, Indonesia
  • Ayo Sunaryo Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i2.8865

Keywords:

traditional games, dance education, culturally responsive pedagogy, student creativity

Abstract

Dance education in elementary schools has considerable potential to foster creativity, cultural awareness, and collaboration; however, pedagogical models that systematically integrate traditional games into creative dance learning remain limited. This study aimed to develop and validate a traditional game-based creative dance pedagogy that promotes embodied learning and culturally responsive teaching.A Design-Based Research (DBR) approach was employed through iterative cycles of analysis, design, implementation, reflection, and refinement in an authentic classroom setting. The study involved one dance teacher and 24 fourth-grade students at an Indonesian elementary school. Data were collected through classroom observations, semi-structured interviews, reflective journals, video documentation, and performance assessments, and analyzed using thematic analysis supported by triangulation, member checking, and peer debriefing.The findings demonstrate that traditional games, including engklek, oray-orayan, and sondah, effectively functioned as movement stimuli that enhanced students’ creativity, collaboration, confidence, and cultural meaning-making. Across iterative learning cycles, students progressed from movement imitation to improvisation and composition, indicating the emergence of embodied and deep learning. The study produced a validated Traditional Play-Based Creative Dance Pedagogy model that integrates cultural practices, creative movement exploration, collaborative reflection, and teacher-guided learning.The proposed model extends embodied learning and culturally responsive pedagogy by positioning traditional games as pedagogical resources for creative dance education. It provides a transferable framework for integrating local cultural heritage into arts education while supporting more meaningful, inclusive, and contextually grounded learning experiences.

References

Aliriad, H., Adi, S., Manullang, J. G., Endrawan, I. B., & Satria, M. H. (2024). Improvement of Motor Skills and Motivation to Learn Physical Education Through the Use of Traditional Games. Physical Education Theory and Methodology, 24(1), 32–40. https://doi.org/10.17309/tmfv.2024.1.04

Appiah, K. N., Aboagye, E., & Mensah, D. D. (2023). Students’ Perception of Integration of Physical Education, Music, and Dance (PEMD) as a Course in Colleges of Education in Ghana. European Journal of Education and Pedagogy, 4(2), 237–245. https://doi.org/10.24018/ejedu.2023.4.2.627

Barr, S., & Risner, D. (2023). Weaving social foundations through dance pedagogy: A pedagogy of uncovering. Dancing Mind, Minding Dance. https://doi.org/10.4324/9781003343950-10

Bhattacharya, S., Czejdo, B., Zulli, R. A., & Smith, A. (2024). Enhancing AI Education at an MSI: A Design-Based Research Approach. Aaai-Ss, 3(1), 467–472. https://doi.org/10.1609/aaaiss.v3i1.31258

Chapmanâ€Hilliard, C., & Parker, B. (2022). Embodied Social Justice Learning: Considerations for Curriculum Development and Training in Counseling Programs. Journal for Social Action in Counseling & Psychology, 14(1), 77–93. https://doi.org/10.33043/jsacp.14.1.77-93

Charbonneau, M., Curioni, A., McEllin, L. S., & Strachan, J. W. A. (2023). Flexible Cultural Learning Through Action Coordination. Perspectives on Psychological Science, 19(1), 201–222. https://doi.org/10.1177/17456916231182923

Chicho, K. Z. H. (2021). Embodied Learning Implementation in EFL Classroom: A Qualitative Study. International Journal of Social Sciences and Educational Studies, 8(1). https://doi.org/10.23918/ijsses.v8i1p51

Dania, A. (2025). Dance and body expression: A play-based approach (Greece). In Game-based Approaches in Physical Education: International Applications (pp. 283–295). https://doi.org/10.4324/9781032723327-26

Davis, V. D., & Subramaniam, K. (2026). Urban early childhood teachers’ perceptions of culturally responsive pedagogy: leveraging students’ cultural capital for instruction. International Journal of Early Childhood. https://doi.org/10.1007/s13158-026-00484-2

El-Sherif, J. L. (2016). Learning, Teaching and Assessing Dance in Physical Education. Strategies, 29(5), 31–36. https://doi.org/10.1080/08924562.2016.1205540

Engdahl, C., Lundvall, S., & Barker, D. (2024). Dancing as searching with Deleuze–a study of what students in physical education teacher education express and experience in creative dance lessons. Research in Dance Education, 25(4), 375–390. https://doi.org/10.1080/14647893.2022.2144195

Fitri, M., Nur, H. A., & Putri, W. (2020). The Commemoration of Independence Day: Recalling Indonesian Traditional Games. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.587196

Frawley, T. J. (2013). Aesthetic education: Its place in teacher training. Art Education. https://doi.org/10.1080/00043125.2013.11519220

Haidar, A., Herindar, E., & Chairiyati, F. (2024). Understanding Kompangan as Jambi-Malay Traditional Arts and Cultural Heritage: An Anthropological Research. Sunan Kalijaga International Journal of Islamic Civilization, 6(2), 232–254. https://doi.org/10.14421/skijic.v6i2.2828

Hauw, S., & Halafoff, A. (2025). 5Rhythms dance as lived spirituality: women, embodiment, and relational wellbeing. Journal of Contemporary Religion, 40(1), 127–145. https://doi.org/10.1080/13537903.2025.2480923

Hendrawan, J. H., Halimah, L., & Kokom, K. (2023). Strengthening the Character of Patriotism Through the Narantika Rarangganis Dance at a Senior High School in Cimahi. AL-ISHLAH: Jurnal Pendidikan, 15(2), 1958–1964. https://doi.org/10.35445/alishlah.v15i2.2232

Hsia, L.-H., & Sung, H.-Y. (2020). Effects of a mobile technology-supported peer assessment approach on students’ learning motivation and perceptions in a college flipped dance class. International Journal of Mobile Learning and Organisation, 14(1), 99–113. https://doi.org/10.1504/IJMLO.2020.103892

Jusslin, S., & Höglund, H. (2020). Entanglements of dance/poetry: Creative dance in students’ poetry reading and writing. Research in Dance Education, 1–19. https://doi.org/10.1080/14647893.2020.1789088

Kosma, M., Erickson, N., Savoie, C. J., & Gibson, M. (2020). Skill Development Versus Performativity Among Beginners in Aerial Practice: An Embodied and Meaningful Learning Experience. International Quarterly of Community Health Education, 41(2), 173–187. https://doi.org/10.1177/0272684x20918053

Lee, A. (2021). Teacher Embodiment of Culturally Responsive Pedagogies in a Fifth Grade Classroom. Profesorado Revista De Currículum Y Formación Del Profesorado, 25(3), 91–110. https://doi.org/10.30827/profesorado.v25i3.21461

Lestari, D. P., Anwar, L., Sa’dijah, C., Rahim, S. S. A., & Hafiizh, M. (2024). Cultural Integration on Geometry Lesson: The Impact of Traditional Game-Based Learning on Students’ Creative Thinking. Journal of Ecohumanism, 3(8), 12285–12299. https://doi.org/10.62754/joe.v3i8.5834

Liu, W., Xue, H., & Wang, Z. Y. (2024). A systematic comparison of intercultural and indigenous cultural dance education from a global perspective (2010–2024). Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1493457

Lolotandung, R., Trivena, T., Hakpantria, H., Tadius, T., Patintingan, M. L., Dari, I. B., Sharma, B., & Prall, E. (2025). Teaching Pedagogical Approaches to Teaching the Pa’gellu’Dance to International Students in the BIPA Program. AL-ISHLAH: Jurnal Pendidikan, 17(3), 3852–3860. https://doi.org/10.35445/alishlah.v17i3.5901

Mabingo, A. (2015). Decolonizing dance pedagogy: Application of pedagogies of Ugandan traditional dances in formal dance education. Journal of Dance Education. https://doi.org/10.1080/15290824.2015.1023953

Martadi, M., & Sampurno, M. B. T. (2025). Culturally Sustaining Pedagogy through Banyuwangi Arts in Elementary Education. Harmonia: Journal of Arts Research and Education, 25(1), 44–58. https://doi.org/10.15294/harmonia.v25i1.17020

Martini, N., & Datt, A. (2022). Virtual Patients in Clinical Decision Making – A Design-Based Research Approach. Pharmacy Education, 22(1), 129–141. https://doi.org/10.46542/pe.2022.221.129141

Masunah, J., Narawati, T., & Agustin, M. (2020). Analysis of The Implementation of Creative Dance in Early Childhood Education. Indonesian Jour-Nal of Early Childhood Education Studies, 9(2), 105–111. https://doi.org/10.15294/ijeces.v9i2.40930

Melchior, E. (2011). Culturally responsive dance pedagogy in the primary classroom. Research in Dance Education, 12(2), 119–135. https:/doi.org/10.1080/14647893.2011.575223

Morgan, I. (2018). Arts Education and Citizenship: A Pedagogical Framework. Journal of Dance Education, 18(3), 95–102. https://doi.org/10.1080/15290824.2018.1481964

Naghshbandi, S. (2022). Adopting Design-Based Research to Conduct a Doctoral Study as a Micro-Cycle of Design – A Practice Illustration. Eder Educational Design Research, 6(3). https://doi.org/10.15460/eder.6.3.1681

Payne, H., & Costas, B. (2020). Creative Dance as Experiential Learning in State Primary Education: The Potential Benefits for Children. Journal of Experiential Education, 44(3), 277–292. https://doi.org/10.1177/1053825920968587

Poduval, S., Ross, J., Pal, K., Newhouse, N., Hamilton, F., & Murray, E. (2022). Web-Based Structured Education for Type 2 Diabetes: Interdisciplinary User-Centered Design Approach. Jmir Human Factors, 9(1), e31567. https://doi.org/10.2196/31567

Polska, I., & Konovalova, I. (2021). Modern Higher Musicological Education (Phd) in Ukraine: Traditions and Innovations. 291–298. https://doi.org/10.46299/isg.2021.mono.ped.iii.4.3

Purvis, D. (2021). Creating Thinking: Immersive Dance Theater as 4E Cognition in the Wild. Journal of Dance Education, 21(3), 149–157. https://doi.org/10.1080/15290824.2021.1928675

Purwanto, D., Sianto, M. I., & Perdana, R. P. (2025). Enhancing Long Jump Performance through Traditional Games: A Study on Motor Skill Development in Elementary Schools Students. International Journal of Human Movement and Sports Sciences, 13(3), 552–562. https://doi.org/10.13189/saj.2025.130308

Restrepo-Widney, C., & Sembiante, S. F. (2023). Culturally Sustaining Practices in a Culturally and Linguistically Diverse Preschool Classroom. In Handbook of Multilingual TESOL in Practice (pp. 23–40). https://doi.org/10.1007/978-981-19-9350-3_2

Riley, K. (2023). Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings. Alternative, 19(2), 426–436. https://doi.org/10.1177/11771801231167881

Rosala, D., & Budiman, A. (2020). Local Wisdom-Based Dance Learning: Teaching Characters to Children through Movements. Elementary School Forum (Mimbar Sekolah Dasar). https://eric.ed.gov/?id=EJ1280444. https://doi.org/10.17509/mimbar-sd.v7i3.28185

Russo, G., Paganelli, V., & Ceciliani, A. (2025). Building respect, fairness, and collaboration through physical education: A primary school intervention. Acta Psychologica, 258. https://doi.org/10.1016/j.actpsy.2025.105187

Stone, S. (2023). The Interdisciplinary Nature of Dance Scholarship as Seen Through a Citation Analysis of MFA Theses. Notes, 79(4), 475–494. https://doi.org/10.1353/not.2023.a897454

Sunaryo, A., Hapidzin, R. I., Dyani, P. L., & Santana, F. D. T. (2024). Glorification Of Local Cultural Wisdom In The Implementation Of Fls2n In The Field Of Creative Dance. Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam, 21(1), 28–38. https://doi.org/10.15575/al-tsaqafa.v21i1.31092

Sunaryo, A., Hapidzin, R. I., Jaohari, E. J., Endrayanto, Y., & Santana, F. D. T. (2024). Koreografi Interkultural: Mengokohkan Identitas Budaya melalui Kolaborasi Seni pada Bandung Isola Performing Art Festival (BIPAF). Panggung, 34(1), 70–86. https://doi.org/10.26742/panggung.v34i1.2830

Sunaryo, A., Hapidzin, R. I., & Permata, S. (2023). Koreografi Permainan Tradisi Anak Membentuk Karakter Kebersamaan pada Pasca Pandemi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 1897–1909. https://doi.org/10.31004/obsesi.v7i2.4296

Umah, R. Y. H. (2020). Character Education Based On Local Wisdom: Exploring The" Dongkrek Dance" Culture As An Effort To Internalize Character Values In Learning Arts In Elementary …. Al-Bidayah: Jurnal Pendidikan Dasar Islam. https://ejournal.uin-suka.ac.id/tarbiyah/albidayah/article/view/9184

Vasilopoulos, F., & Dumontheil, I. (2025). Effect of a Creative Dance-Based Physical Education Intervention on Primary School Children’s Creativity and Self-Regulation: A Pilot Study. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000732

Whatley, S. (2022). Approaches to Dance (4): Moving, Teaching, Thinking, Writing: A Minor Excavation. Dance Research, 40(1), 1–10. https://doi.org/10.3366/drs.2022.0355

Yamashita, T., Zhang, J., Sun, N., & Cummins, P. (2021). Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants Among Adults in the US. Adult Education Quarterly. https://doi.org/10.1177/07417136211044509

Zhang, N., Southcott, J., & Gindidis, M. (2021). Integrating Dance and Language Education: A Pedagogical Epiphany. The Qualitative Report. https://doi.org/10.46743/2160-3715/2021.4835

Zhou, S., & Bakhir, N. M. (2024). Interdisciplinary Art Learning Through Artistic Digital Game-Based Learning (DGBL): Evaluating Learning Outcomes and Processes Among Science and Engineering Students. Empirical Studies of the Arts. https://doi.org/10.1177/02762374241246948

Downloads

Published

2026-06-29

How to Cite

Hapidzin, R. I., Nugraheni, T., & Sunaryo, A. (2026). Design-Based Development of Traditional Game-Based Creative Dance Pedagogy in Indonesian Elementary Schools. AL-ISHLAH: Jurnal Pendidikan, 18(2), 2567–2577. https://doi.org/10.35445/alishlah.v18i2.8865

Issue

Vol. 18 No. 2 (2026): JUNE 2026

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.